What Are the Keys to Understanding the
New 6–12 TEKS?
Conference for the Advancement of Mathematics
Teaching (CAMT, July 10–12, 2013)
Thursday, July 11
Katey Arrington
Lisa Brown
2013
Session Overview
Agenda
•  Introduction to the Charles A. Dana Center
•  Structure of the TEKS
•  Strands and Knowledge and Skills statements in the
mathematics TEKS adopted in 2012
•  Becoming a student of the 2012 TEKS
•  Questions to move forward with your study
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Introduction to the Charles A. Dana Center
What we do
The Dana Center collaborates with local and national
entities to improve education systems so that they foster
opportunity for all students, particularly in mathematics and
science.
We are dedicated to ensuring that every student leaves
school prepared for success in postsecondary education
and the contemporary workplace—and for active
participation in our modern democracy.
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Introduction to the Charles A. Dana Center
How we do it
We carry out our work by advocating for high academic
standards and by building the capacity of education
systems to ensure that all students can master the
content described in these standards. We help our
partners translate research into practice and adapt
promising innovations to meet their needs.
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Geographical Scope of Our Current Work
The Charles A. Dana Center at The University of Texas at Austin
limited project work
moderate project work
significant project work
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Structure of the TEKS
A brief overview
Course Title
•  Introduction
•  Strands
•  Knowledge and Skills
•  Student Expectation
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Strands and Knowledge and Skills Statements
Big ideas
What looks familiar?
What looks unfamiliar?
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Becoming a Student of the 2012 TEKS
What will be most worthy of educators’ time?
A modest proposal:
Instead of spending time comparing sets of standards, spend
more time on studying the 2012 TEKS and what you are now
responsible for teaching.
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Explore a Big Idea
How does it grow?
•  Choose one big idea.
•  Investigate what students are required to know and be able
to do about that idea.
•  Continue your exploration to see how the idea develops
over time.
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Structure of the TEKS
A brief overview
Course Title
•  Introduction
•  Strands
•  Knowledge and Skills
•  Student Expectation
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Big Ideas
Starting points for conversation
Using
operations
Function
8.5G, H
6.3.C,D
A.3.E
7.3
A.7.C
8.?
A.12.A
A.10.A, B, C
A.12.B
A2.7.A, B, C, F
A2.2B, C, D
PC.4.J, K
PC.2B, C
AQR.2.F
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Representing &
analyzing data
6.12
6.13
7.12
8.11
A.4
A.8.B
A.9.B
A2.8
MM.2.C
MM.5
MM.7.A
MM.9
AQR
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Further our Study
Other considerations
1.  How do the standards in this grade in the other strands
relate/interact?
2.  How do the process standards work with the content?
3.  What are the implications for instruction?
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A process for collaborative study
1.  Study the standard.
2.  What do the related standards in the grade before and
after require?
3.  How do the standards in this grade in the other content
categories relate/interact?
4.  How do the process standards work with the content
standards?
5.  What are the implications for instruction?
6.  What tools are available?
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Contact information
•  The Charles A. Dana Center, www.utdanacenter.org
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